Stockport

Personal Qualities:

I consider my main areas of strength to be in my ability to form relationships through excellent communication skills,  enthusiasm, approachability and flexibility. I believe that both my teaching and leadership experience have given me the necessary skills required to make a real difference to children with SEN and give them the chance to flourish and reach their individual potential. I can identify barriers to learning and create bespoke, fun and inspiring sessions to overcome these challenges. I am patient, creative in my approach and believe passionately in the power of education to transform lives.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:  

 I have a deep understanding of the importance of creating an environment of trust and acceptance for pupils with SEN to thrive. I understand the need for effective communication and collaboration between the pupil and their parents and/or caregivers to ensure the best possible outcomes for the pupil. I have worked with pupils with a range of SEN including but not limited to: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Dyspraxia, Anxiety, PDA and Behavioural Difficulties. I am experienced in using a range of strategies to meet the individual needs of my pupils, tailoring my approach to their individual style of learning. I am passionate about supporting pupils with SEN to reach their full potential, and firmly believe that every child has the right to an education that is both inclusive and tailored to their individual needs. 

·       My experience teaching autistic students:

My experience teaching autistic pupils has been very rewarding. I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I believe flexibility is key, as some concepts may take longer to grasp. Taking time to learn their interests, and communication preferences helps in creating a relationship, which I believe to be the fundamental foundation when working with children with autism. Children with autism often thrive in environments with clear routines and predictable structures, and I have found clear, concise instructions are often most effective. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. Additionally, I have learned that providing plenty of positive reinforcement can help autistic pupils stay motivated and engaged throughout their lessons. I am always very mindful of sensory triggers (like loud noises or bright lights) and providing sensory-friendly options can help children feel safe and focused. Progress might be gradual, but every small achievement is significant and I would always celebrate these moments, which in turn boosts confidence and motivation.

 My experience working with young people with PDA:

I have worked with a number of young people diagnosed with PDA on a 1:1 basis, and understand that their avoidance is anxiety-driven, and I always treat it as such. I believe again, that building a relationship based on understanding, acceptance and recognising where the avoidance is coming from is key. I would always avoid direct instructions, I have recently completed training on the PACE model and use this approach when working with young people with PDA. The use of ‘I wonder’  and providing choices and options helps the pupils to feel in control, e.g., “Would you like to start with drawing or reading?” I have also learnt that being really flexible in my approach and always being fully prepared that sometimes plans will need to change if the child feels overwhelmed.

My experience working with young people with speech and language needs:

I have had the opportunity to teach pupils with a variety of speech and language difficulties. As a class teacher and SENCO I worked with Speech & Language therapists to develop and improve pupils ability to understand and use language in order to communicate effectively in their everyday lives. To do this, I used various strategies such as visual aids such as picture cards and social stories to help bridge communication gaps. Once again building strong relationships, based on patience and empathy, as communication challenges can often lead to frustration or anxiety for the child. Using clear, concise sentences ensures better understanding. Modelling speech is also key; repeating words or phrases correctly but naturally helps reinforce proper usage without direct correction. Breaking tasks into manageable steps, providing prompts or cues as needed, and gradually reducing support as the pupil gains confidence. I pride myself on creating low-pressure situations where pupils feel comfortable trying to express themselves.

·       My experience teaching Maths & English:

 I have been a primary teacher for over 20 years, and recognise that every pupil has their own unique strengths and challenges. Adjusting my teaching style to suit their pace and learning preferences enables  pupils to experience the sense of success. In Maths, I believe laying the foundations and ensuring pupils have a good understanding of Number and place value is crucial. I believe using a multi sensory approach including  hands-on manipulatives such as counters, number lines, numicon and visual aids make abstract concepts more tangible. In English, I believe that fostering a love of reading is the most important foundation for young people and then this can then be built upon with phonics games and developing an understanding of language and making predictions in stories. I use books as my main stimulus for any writing, whether that be Early Years all the way through to Year 6. I firmly believe that when a child is immersed in stories, poems and non-fiction and they develop a love for reading and texts that the love of writing and the meaning for writing will make the next steps of text marking and developing their writing style an enjoyable and meaningful process.

My experience working with young people to boost their confidence & self esteem: 

My ultimate aim as a teacher and tutor is to provide fun and inspiring sessions to help pupils engage, therefore developing their confidence and self-esteem in order to get the most from their learning. I have seen how successful tailoring sessions to pupils' interests and specific topics can be. These activities are designed to help pupils understand the concept and to apply their knowledge in a creative and fun way, which leads to a feeling of positivity and success; which directly impacts on a pupil's emotional well-being and self-esteem and self-worth. I have used a variety of different methods such as role-play, games, and first-hand experiences and activities. I have also used technology such as apps and online games to help pupils understand and interact with the subject. Furthermore, I have incorporated a variety of different learning styles to ensure that all pupils are engaged and able to understand the concept or topic being taught. 

My experience providing engaging sessions to inspire a love of learning:

I am driven by the passion I have to facilitate and support pupils by providing experiences which are rich and exciting. The richness comes from learning in many different ways: outdoors, through cross curricuar links or by seeing, hearing and doing. I am passionate about inspiring a love for learning, and ensuring young people are fully immersed and pro-active participants in their learning. I feel it is so important to empower young people to be actively involved in their learning.

 My skills and experience supporting students to develop their independence: 

 As a class teacher and tutor I have extensive experience of supporting pupils to develop their independence. It is such a hugely important aspect of a child’s development and there are many strategies that I have employed over the years to support pupils to become more independent in their learning and life in general. Having the commitment to creating a safe and inclusive learning environment must come first. I set achievable goals and celebrate their successes, encouraging pupils to take risks and make mistakes and proactively celebrate these. My knowledge of different teaching strategies to support pupil learning and my ability to think creatively and come up with innovative solutions to any problems, ensures pupils feel safe to challenge themselves recognising and trusting that all their efforts will be celebrated. It is important to allow pupils to make choices and give them a sense of control, whilst as the teacher / tutor retaining overall direction and control of the sessions. 

My experience teaching young people with anxiety: 

Supporting young people with anxiety requires a compassionate and individualised approach. Sadly, anxiety is more common among children and young people and can significantly impact their daily ability to function, learn and thrive. Flexibility, empathy and patience are essential skills when supporting young people with anxiety. I am aware that there are many different types of anxiety disorder including: generalised anxiety, separation anxiety and social anxiety. In my previous role as Deputy and SENCO I worked closely with our Therapeutic Inclusion Lead and learnt the importance of gathering information about the young person's symptoms, triggers and impact on their daily life. I believe it is the duty of professionals to work together to support pupils’ by providing appropriate interventions, fostering a safe and supportive environment in order to manage their anxiety, enabling the young person to thrive both academically and emotionally.   

My specialist experience teaching young people with ADHD: 

My wide experience of teaching pupils with ADHD has taught me that ADHD is unique, and each pupils' needs will vary. Being flexible, patient and having a willingness to adapt my approach to meet the individual needs is essential. I strongly believe that by providing the right support, and interventions young people with ADHD can thrive academically, socially and emotionally. Pupils with ADHD often benefit from differentiated instructions, which involve tailoring teaching strategies and resources to their individual needs. I have found that multi-sensory activities can be particularly beneficial and breaking tasks into manageable steps will help pupils to succeed. Consistency is key; as pupils with ADHD often struggle with social skills and emotional regulation; therefore creating an environment where pupils feel able to express their emotions and learn effective communication techniques is essential. 

My experience teaching students with sensory needs:

I have experience of teaching pupils with sensory needs. I consider their individual needs and how to best support them. I have had to learn different strategies to help them in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Most importantly, I have had to focus on building positive relationships with the pupils. I believe that it is important to take the time to get to know the pupil and understand their individual needs so that I can create an environment that is safe and supportive for them.

My specialist experience supporting children to develop their focus and concentration skills:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus. Additionally, in my role as SENCO I have provided individualised strategies and recommendations to teachers and other professionals to help them work effectively with children who have difficulty concentrating.

Teaching Pedagogies for SEN:

I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. I have had to learn different strategies to help pupils overcome sensory difficulties in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Approaches to support learning:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus.